#TEDEdChat Archive
Sparked by the enthusiasm of teachers in the TED-Ed community, TED-Ed hosts #TEDEdChat on Twitter every Tuesday from 6-7pm ET.
Tuesday May 3, 2016
6:00 PM EDT
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A1 by working on projects that integrate a range of subjects
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A1: We need to take a hard look at how assessment & standardization has stifled risk.Sts trained 2 only look 4 the "right" answer
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A1 Ss need to feel emotionally safe to be comfortable taking risks. Using positively worded language is key for Ts wanting this
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A1: Build community that trusts & supports. Let S know, as T, there are moments you are nervous too https://t.co/2VaQvKTX9l
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You hit the nail on the head. Emotionally safe. This soft skill enables learning.
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embrace failure and have students write and reflect on their own failure manifesto
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give them the freedom to do what they believe is best,let them take risks,show them that making mistakes-
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Yes! We need to model risk taking. How, and when, and why. Also, how to deal with failure.
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-isn't the end of the world
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TED_ED: Q1 What instructional practices can ensure that students become skilled risk-takers? https://t.co/sZ2Wxt0Jo3 …
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TED_ED: starts now! Follow kgoepenwee & respond to quotes from this TED Talk with A1, A2 & ! https://t.co/GDOsPPgFNf …
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TED_ED: starts now! Follow kgoepenwee & respond to quotes from this TED Talk with A1, A2 & ! https://t.co/GDOsPPgFNf …
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TED_ED: For the next hour, our tweets will be dedicated to moderating . Join the discussion!
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A1 by doing this there will be a range of problems that need solving with a range of solutions. Which do the Ss select?
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TED_ED: starts now! Follow kgoepenwee & respond to quotes from this TED Talk with A1, A2 & ! https://t.co/jnOU9K1KVw …
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TED_ED: starts now! Follow kgoepenwee & respond to quotes from this TED Talk with A1, A2 & ! https://t.co/jnOU9K1KVw …
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And then have them do something! I like the manifesto idea. Gives a sense of st agency and advocacy.
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Perhaps this is the conversation we should have with sts. What to do with choice? How to do risk-assessment.
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try it out! You'll be amazed at what students come up with. Storytelling at it's finest
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Indeed each group may have a different solution - so allow them to run with their’s and then reflect on outcomes
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Will do! This sounds like a great way to begin a new year or semester.
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I like how this can incorporate design thinking. Sts need to know how to do this & take feedback.
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exploring failures and attempting to "re-solve" them. I'm thinking Postmortem of famous failures assignment?
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A1: Teaching sts design thinking methodology would help. Sts need to see that it is perfectly ok to have to have many versions
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Q2 coming up in a moment!
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Hi, I'm Becky from Venezuela, great topic!
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Ss don't take risks because it is not modeled by parents or teachers. Tradition can be a bad thing.
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Q2 How do we promote enthusiastic skepticism and boundless optimism in our feedback to students? https://t.co/OFip2Tdcgi
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dthinking is a powerful tool, intuitive and inherently embraces failure as part or process
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Ss get to lay out an action plan, and get a blueprint of of the project, they get to think thing through https://t.co/HP0FIEv9sd
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What about letting students just learn? Wouldn't that be the path of least resistance?
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A1 Topic for my Ss is design a display to provide awareness on a disease of your choice
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A1:Teach students the art & science of critical & analytical thinking- start with events in their lives. https://t.co/UaecnYQoyf
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A2 Eliminate the BUT "You're so smart, BUT, when you..." Everything before BUT is forgotten, so leave it out when giving feedback
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Q1 give students clear declarative statement and then require them 2 only ask questions in small groups for 7min
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Great suggestion. Feedback and how it's delivered has such a huge impact on a sts desire to take leaps of faith
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yes! it also reinforces their common sense and practicallity
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A2: Teach S to look for the "bright spots" in work of self & peers. Encourage S to push thinking further https://t.co/gsJSiNtwWC
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Q2 How do we promote enthusiastic skepticism and boundless optimism in our feedback to students? https://t.co/OFip2Tdcgi
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Thanks for joining! Happy to have you along, Ruth!
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A2 apply the improvisation technique of "yes, and...." To encourage them to further their thoughts, skills, ideas
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A1 Agree but modern curricula promotes force feeding & limits Ss thinking time
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-Ed Enthusiastic critique by getting rid of "critique sandwich" via Adam Grant. Deflates trust. Just be real.
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A2:Mix of praise&critique. Ensure that the praise is not about ability/intelligence but on use of skills/strategies
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Totally. Grades kill creativity, risk, desire to push beyond the parameters of the "A".
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A2 or try the critical friends protocol, "I like the fact.." "I wonder if.." And "the next big idea might be.."
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Dropping in from Georgia while out to dinner and child is having fun in playscape.
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strengths and challenges.. we all have them, normalize this and show Ss how to identify theirs
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A2) Words are key. "Enthusiastic skepticism" is the ideal example of how Ts can use words to shape mindsets
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I am amazed by the Ss ingenuity in coming up with solutions
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TED_ED: Q2 coming up in a moment!
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TED_ED: Q2 How do we promote enthusiastic skepticism and boundless optimism in our feedback to students? …
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A2 reframe and re-envision problems as boundless opportunity. Take Ss away from set paradigm seek "problemtunities"
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yes and eventually it will be a part of the creative climate of the classroom...
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I am always fascinated with the politics behind grade-free work. Def think it should be utilized in elem.
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engourage children,support them and show them that you value their ideas! They then will feel valued and more confident!
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A2: teaching kids to kindly pick apart critiques and praise for "the meat" that they can turn into change and progress.
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Right. The key here is "positivity". Highlighting the positives goes a long way
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I think we need to begin to break the "system". The price of mindless drones is too high.
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I like the word choice there! May have to borrow and try it out for a little bit in my class!
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yes & the next time they make a mistake they may learn to see opportunity 2 reshape the failure into success
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And having the courage to tell a student they CAN do better. To expect better.
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You hit it there. The dynamic of the classroom must be led by the T but carried through by Ss
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Right. Theres a thin line between high expectations and positive encourage. Ts must find balance.
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A2 empowering the Ss to allow their ideas to come to the fore - we need to learn to hold back & facilitate
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Yes and each failure renamed success will lead them on a new journey and innovation will reign
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To see what evolves. What their natural learning and producing tendencies are. Great time for observation of Ss.
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when it is self reflective it becomes very powerful for the individual...
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Challenging the current notions around "failure" is the first step in that
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Yup, as Ts we learn as much as Ss, these kind of projects can be good equalizers
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Hard t2 do after being taught that the t is the sage on the stage.I think we're all getting better at this.
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We must recreate the idea of "failure". In many other arenas failure is practice. Which is positive
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explain to the Ss that there are different ways of doing things,there's no right or wrong idea!
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you won't find it in a dictionary:)
Spend a class modeling and actively seeking problms as opportunities
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I try to do the projects I assign. Sts see me struggle and we work together to find solutions.
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I feel we need to better teach, model, and encourage true brainstorms to get here
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Q3 How can we engineer the design thinking process so that students become comfortable with failure? https://t.co/D2ggoSLPRc
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Dinner done. Time to go! I'll check back for rest of questions and great answers from home.
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A3 Normalize. Failure isn't a "four letter word" it's part of life, it happens. We learn ways something doesn't work vs. fail
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Thanks 😉 this is very helpful
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Ss can map their targets+steps to get there. If a step needs to be modified or rethought, Ss can see the target remains the same
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Yes! Kids edit their brainstorms b/c they've been taught to shoot down "improbable" ideas.
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off to dog training. Thanks for the educational inspiration
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I have to connect a little better with my people in Toronto doing this!
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A3: S design of learning & assessment will take more ownership. Ask S to create rubric, goals. (1/2) https://t.co/pEvwORPjBu
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Q3 How can we engineer the design thinking process so that students become comfortable with failure? https://t.co/D2ggoSLPRc
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Agree we as Ts just need to change our to help develop our future toolkit
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A3) I've said this once already, but the paradigm of failure in sports in called "practice". Why not in schools?
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Allow revision up to an A; avoid have grade quotas.
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A3: (2/2) When S design the project, each class might look different, each project different. Embrace S voice/choice
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It's the process of killing a plan and iterating that works out the kinks...literally learning in progress. Now, how can I do it?
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Make it part of all .Teach the process, play with it, critique it, manipulate it. Kids need to understand the meta.
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A2 Agree promote Ss ideas and allow them to reflect on what worked/what didn't
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TED_ED: Q3 How can we engineer the design thinking process so that students become comfortable with failure? …
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Start the year/class/project with 's "Surprising Benefits of Failure" - show them how it works
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present them examples of successful+popular people, who never gave up no matter how many times they failed
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A3 failure can be de-motivating unless educators reward failure that moves to solutions. Failure/success 2 sides of 1coin
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A3 Reverse engineering works in this case, or learning a way not to do something, the Edison approach https://t.co/yagvzyaCVG
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Q3 How can we engineer the design thinking process so that students become comfortable with failure? https://t.co/D2ggoSLPRc
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A2: Identify & spotlight positive characteristic in SS in challenging times. Chatty student? Leads presentations.
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A3 allow them to see you experiment, fail, learn, and repeat. Growth only occurs when we fail
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Wouldn't it be neat if we rewarded marks for revision? For growth of ideas/solutions/product at the end of the process
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we need to unlearn the ideology of what we have been taught & praise all ideas whether they worked or not
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This is also probably why so many sts love gym class.
https://t.co/25QkHS9yLj
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A3) I've said this once already, but the paradigm of failure in sports in called "practice". Why not in schools?
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yes! with dthinking you must reward iteration and revision
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A3: no one should ever be comfortable with failure in any process...
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A3 "What matters most is how you walk through the fire"- C Bukowski ~quote reminds me of the importance of how we respond2failure
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Help sts see the "why" of learning instead just the what.Even the dullest facts make more sense if there is a big picture
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Exactly. Every time we learn something new it takes practice before mastery.
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great point! Why on earth do we punish for failure then?
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Absolutely. Where is learning most evident, in the process or the product?
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Where is ? The idea of assessing and iterating is her domain.
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A3 design thinking requires space/time to formulate ideas before they are engaged in practice
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Q4 How can the “mess” of hands-on learning make the “moonshot dreams” of our students come true? https://t.co/JxAYiANoZU
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I think we need to reframe the word "failure" I never punish for trying hard & not reaching a goal.
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Hear, hear! It's always the journey that you remember almost more than the destination.
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Show Ss how to identify variables that may alter thinking. Imagine success. Make adjustments. Try again. https://t.co/SOztSyeZ9h
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Q3 How can we engineer the design thinking process so that students become comfortable with failure? https://t.co/D2ggoSLPRc
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"Comfortable" is not the right word. Develop "grit" in our students to move through failure to learning.
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: we would love to here your ideas on dthinking and assessment!
https://t.co/zOc0pQWLES
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Where is ? The idea of assessing and iterating is her domain.
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unfortunately historical polar expeditions are not the ideal topic for success in
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A4: Get rid of the furniture & let kids get down to business I know it's not that simple, but let's not stand in the way.
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A4 hands on learning allows our Ss the opportunity to explore the nuances of topics and deepen their understanding
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A4 addressing the idea of "practice", sometimes it's messy, but the "mess" allows us to be able to hit a home run during the game
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socioeconomics matter. Those with the current tech + information will learn how to better adapt quicker.
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A4 this is where we need to promote soft skills development in our Ss - the ability to work in teams can get messy!
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Let sts design experiences in lieu of exams.Let them follow "improbable" ideas,give them feedback, let them be noisy
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A4 connects learning to the "real world" Life is messy
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True. That's why equitable funding matters so much. Hate to lose a whole generation of moonshot ideas
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Agree let us “part the waves” and remove the barriers
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TED_ED: Q4 How can the “mess” of hands-on learning make the “moonshot dreams” of our students come true? …
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TED_ED: Wrapping up Q3, on to Q4
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A3: Perhaps intense personal development at a young age will alter perception & attain high goals. https://t.co/SOztSyeZ9h
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Q3 How can we engineer the design thinking process so that students become comfortable with failure? https://t.co/D2ggoSLPRc
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We've got to give sts significant slots of time 2 do this. Prioritize standardized test or real solutions2 real problems.
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Does using tech make closing the socioeconomic gap easier than previous generations or harder?
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let us hope that Governments & Awarding Bodies remove exams and go with project based assessments
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creating a "mess" is our nature,especially when we're kids! Ss need to be able to use their creativity+imagination!!
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Curious to know the answer to this question.With all sts it's how it's used as well.
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A4 Minds on/hands on activities can bridge prior knowledge to new concepts
